Pengaruh Pembelajaran TPS Dengan Scaffolding Konseptual Terhadap Kemampuan Menyelesaikan Masalah Sintesis Fisika

Authors

• Khoirul Haniin, SMA Negeri 3 MalangFollow
• Markus Diantoro, Pendidikan Fisika, Universitas Negeri MalangFollow
• Supriyono Koes Handayanto, Pendidikan Fisika-Pascasarjana Universitas Negeri MalangFollow

Abstract

This study addresses the effect of TPS learning using conceptual scaffolding towards the Physics synthesis problem-solving ability in terms of the initial knowledge of Physics. This research is a quasi-experimental design with 2x2 factorial experiment. The obtained research data were analyzed by using two lanes analysis of variance (ANOVA). The results of this study showed that there are no differences in the ability to solve the problem of Physics synthesis between the groups of students who learned through TPS learning with conceptual scaffolding and TPS learning and between groups of students who have different prior knowledge. There is no effect of interaction between TPS learning strategies and conceptual scaffolding with prior knowledge to the ability to solve physics synthesis problem.

First Page

98

Last Page

105

Recommended Citation

Haniin, Khoirul; Diantoro, Markus; and Handayanto, Supriyono Koes (2015) "Pengaruh Pembelajaran TPS Dengan Scaffolding Konseptual Terhadap Kemampuan Menyelesaikan Masalah Sintesis Fisika," Jurnal Pendidikan Sains: Vol. 3: No. 3, Article 1.
DOI: https://doi.org/10.17977/jps.v3i3.7875
Available at: https://citeus.um.ac.id/jps/vol3/iss3/1